Description

This accessible guide provides practical support on becoming research engaged and research active within the school and beyond. It explores the meaning of research and clarifies multiple types of research which lead to different views on ‘what works’, all whilst showing how to engage with the latest educational findings and how to conduct classroom-based research as part of career-long professional development.

Divided into three parts, this book examines the various understandings of being ‘research-engaged’ and covers key issues such as:

Finding and interpreting research

How to apply and evaluate findings in reliable ways

Planning and carrying out a classroom-based project

Building a culture of research within a school

Establishing local research networks

Publishing work

Illustrated with inspiring examples of how to these implement ideas in schools, The Teachers’ Guide to Research is perfect for practicing schools teachers, student teachers and educational leaders who are looking to expand their research knowledge and rekindle their professional curiosity.

Table of Contents

Contents

Introduction

Part 1: Research for the teacher

Chapter 1: Why teachers should engage with research

Chapter 2: Finding time for research

Chapter 3: Accessing and using research evidence

Chapter 4: Will this work for my learners?

Chapter 5: Using a research-based intervention in your classroom

Chapter 6: Evaluating your intervention

Part 2: The teacher as researcher

Chapter 7: The next step

Chapter 8: Conducting ethical research

Chapter 9: Controlling research variables

Chapter 10: Correlation studies

Chapter 11: Quantitative methods

Chapter 12: Qualitative methods

Chapter 13: Research into your subject area

Part 3: The networked teacher-researcher

Chapter 14: The 'research lead' role

Chapter 15: A school culture of research

Chapter 16: Local networks

Chapter 17: Disseminating your research

Glossary

Index

About the Author

Jonathan Firth is a teacher, researcher and a Chartered Psychologist. He has written several school psychology textbooks as well as guides for teachers. He works in teacher education at the University of Strathclyde and teaches psychology at school level, as well as conducting research into the practical applications of memory and metacognition to teaching.